ICP
30 songs of chemistry link.
Remind link.
ICP Course Syllabus .
ICP Course Syllabus
Science and Engineering Practices
ICP Course Syllabus
The following guidelines for ICP are taken from the Next Generation Science Standards, as required by KDE.
Developing and Using Models
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.- Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS1-4),(HS-PS1-8)
- Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.Using Mathematics and Computational Thinking
Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.- Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. (HS-PS1-5)
- Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-PS1-2)
- Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS1-6)
Class Information ICP
This course is designed for all Juniors not taking Chemistry or Physics, to complete their lab-science requirements for graduation .. Basically, this class consists of one semester of physics and one semester of chemistry. The state NGSS will be used as the curriculum guide for this course. The point system will be used for computing grades for this class. The activities for a typical topic of study may consist of the following.
| Activity |
Point Value |
| Homework/Class work |
20 % |
| Lab experiments |
40 % |
| Quizzes |
10 % |
| Tests |
40 % |
| Concept Maps |
5 % |
| Projects |
75 % |
| Reading Guides |
5 % |
| Word Problem Guides |
5 % |
| Study Guides |
10 % |
Not all activities may be used for a particular topic of study. Activities used will be indicated on student progress reports.
Rules for the classroom are simple but complete. The class rules are:
- Be prompt.
- Be prepared.
- Be neat.
- Be considerate.
- Be honest.
It is my intention that your child will have a pleasant and interesting learning experience. I welcome your involvement in this process. Please indicate you have read this syllabus by signing and returning this page, via your child. You may email me at Charles.lee@trigg.kyschools.us to indicate you concur with classroom guidelines or to express concerns at any point during the school year. If you choose to print a hard copy, please keep the remainder of the syllabus as a guide for checking the pace of our progress. I appreciate your support and look forward to a rewarding school year.
Charles Lee
